This study aims to investigate the experimental efficiency for computerized mindtools, and the study subjects are taken between 2×3 mixed model designs. The independent variables are groups (experimental
group, control group) and the measurement stages (pre-test, post-test, delayed post-test), and the validity tools include mathematics ability test and spatial perception test. The study objects divided into experimental and control groups are fifth-grade students in two classes in Taichung. Those in the experimental group receive a three-month curriculum integrated with computerized mindtools, mainly focused on the web contents regarding spatial sense mindtools; while those in the control group receive a curriculum focused on implementation-style auxiliary teaching plans. The results indicate that the spatial sense mindtools have obvious benefits of improving spatial abilities for students with negative types of dispositions.